Based in the belief that many preschool programs have an orientation toward a developmental philosophy yet are not developmentally appropriate in program practices, this discussion contrasts developmentally and psychometrically oriented approaches, reviews literature on program design and children's needs, and provides guidelines in the areas of teacher behavior and daily schedule. Initial discussion, on conceptions of the learner, the learning process, knowledge, and the aims of education, contrasts a truly developmental approach with the psychometric approach predominant in the schools. A review of research compares outcomes of various preschool program designs and works toward a clearer definition of the developmental needs of the young child. Sections in the review focus on basic skills and teaching strategies, defining "developmentally appropriate," the teacher's role, and program structure and goals. Attention is then focused on implications of research on teacher behaviors and teacher-child interactions. An analysis of the daily schedule in a preschool classroom follows. Concluding discussion probes teacher behaviors within the framework of the daily schedule. It is pointed out that inappropriate teacher behaviors can destroy a daily routine that has been planned according to the needs of young children. And, an inappropriate daily schedule makes even the best and most knowledgeable teacher unable to facilitate learning from a child development perspective. (RH)